MSci with Industrial Placement/
European Placement Handbook
Class Handbook 2014-2015
Course Head: Dr Andy Sutherland
(Andrew.Sutherland@glasgow.ac.uk)
Room C5-07
Placements
Session 2014-2015
Contents
1.0 Guide for students
3
1.1 The Benefits of a Placement
3
1.2 Progression from Chem-3 to Years 4/5
3
1.3 Recruitment and Interviews
4
1.4 European Placements
6
1.5 Starting the Placement
7
1.6 Supervision
7
1.7 Returning to the Final Year
8
1.8 Components and Assessment of the Placement Year
8
2.0 General Information and Distance Learning Courses
9
2.1 Objectives of a Placement
9
2.2 Learning Outcomes
10
2.3 Student Expectations
11
2.4 Employer Expectations
11
2.5 University Expectations
12
2.6 Sample of Recent Placements
13
2.7 Industrial/European Academic Supervisor Guidelines
14
2.8 Student Guidelines
14
2.9 University Support for Placement Students
15
2.10 Assessment Details
15
2.11 Distance Learning Courses
16
2
Placements
Session 2014-2015
1.0 Guide for Students
The M.Sci. degrees with work/European placement include a nine-twelve month
placement in the fourth year of the degree program.
1.1 The Benefits of a Placement
Spending a year working on a project in the chemical industry or in a foreign research
laboratory has many benefits for students, which may be summarized as follows:
• It provides an opportunity to broaden your horizons. It is only possible to gain a
limited view of what working in the chemical industry is like while at University.
• It provides an opportunity to improve your transferable skills, in: communication,
report writing, information technology, presentation, team work.
•It increases your general confidence and maturity. These are often as important to
prospective employers as academic qualifications and you will therefore improve your
chances of securing a job following graduation.
•Many placement hosts seriously consider employing students who do well on
placement.
•Much of what you will learn about how a large organisation operates will be equally
applicable to a career in other areas of employment outside chemistry.
•It provides the opportunity to be involved with some interesting chemistry of real
significance to the company.
•It provides the opportunity to live in a different part of the country or Europe for a
year.
•It provides the opportunity to earn some money.
•It provides the opportunity to obtain a MChem degree with industrial/European
experience.
•Students who have spent a year in industry gain many skills that are often of great
benefit to the execution of final year projects.
•It enables you to make informed decisions about future career directions.
1.2 Progression from Chem-3 to Years 4/5
Students are required to obtain a minimum of a C3 grade in third year to progress
onto years 4/5 (placement and then final year). It should also be noted that having
agreed to join the MSci programme, transfer to another programme is not possible
until the end of the academic year.
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Placements
Session 2014-2015
1.3 Recruitment and Interviews
Companies and organisations who have hosted students in recent years are listed
below. Each of the companies organise their recruitment exercises differently.
However, they all expect the submission of an application form and/or CV, and
usually hold preliminary interviews in Glasgow. Successful candidates are then often
invited to the company’s site for a further interview and discussion of projects. Some
companies also expect candidates to pass numeracy and/or psychometric tests.
Company/Organisation; Location
Astra-Zeneca; AlderleyPark, Macclesfield
Bayer Crop Science; Frankfurt
BASF; Ludwigshafen
Beatson Cancer Institute; Glasgow
Cadbury (Kraft); Reading
Charles River Laboratories; Edinburgh
Diageo; Menstrie
Eisai; Hatfield
F2G; Manchester
FujiFilm; Grangemouth
GlaxoSmithKline; Stevenage
Hoffmann La Roche; Basel, Switzerland
Ineos; Grangemouth
Infineum; Oxfordshire
Johnson Matthey; Teesside
LINK Technologies; Bellshill
Novartis; Horsham, West Sussex
Proctor & Gamble; Egham, Newcastle
Reckitt Benckiser; Hull
RedX Oncology; Liverpool
Rutherford-Appleton Lab; Didcot (Oxford)
Sanofi; Northumberland
Sasol; St-Andrews
Syngenta; Jealott’s Hill
Systagenix; Gargrave, North Yorkshire
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Placements
Session 2014-2015
The recruitment process starts at the beginning of the third year and it is therefore
important that students wishing to be considered for an industrial placement
submit a copy of their CV (by e-mail as a Word attachment), and indications of
the preferred area of chemistry (organic, pharmaceutical, biological, analytical,
inorganic, physical etc.) and location to the Placements Class Head (Dr. Andy
Sutherland) by the middle of the second week of the first semester. Students will
then be invited to discuss their options with the Placements Class Head and be
provided with application forms for the companies that meet the requirements
identified. Making applications, preparing for and attending interviews can be time
consuming, particularly for those who are not initially successful, and securing a
placement is largely in students’ own hands. Students may seek advice from
members of staff on interview technique and details of individual companies.
Preparation is important and interviewers will be impressed by an ability to
demonstrate some knowledge of the company and its activities as well as a solid
knowledge of chemistry. Students who are not offered a placement as quickly as they
had hoped should not despair, as the recruitment process usually continues until
Easter. Once an offer has been accepted, an agreement/contract setting out the
terms of your appointment will be signed. Students will not be able to withdraw from
this agreement without very good reason.
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Placements
Session 2014-2015
1.4 European Placements
Opportunities exist for students currently studying at the University of Glasgow who
would like to study at one of our partner Universities in Europe. We currently have
agreements with around 250 Universities, some of which are listed below. The
programme provides an opportunity to develop excellent research skills in an
academic research laboratory.
The departmental coordinator for the programme is Dr Andy Sutherland
(Andrew.Sutherland@glasgow.ac.uk). Further information can be obtained from Sally
Baxter (Sally.Baxter@glasgow.ac.uk) in the GU international office. General
information
can
be
found
on
the
GU
international
office
website:
http://www.gla.ac.uk/international/studyabroadexchange/.
The benefits of involvement in the exchange programme are:

A challenging new experience

The opportunity to live in another country and develop language skills

Gain experience in fundamental research as well as develop a range of
transferable skills

The opportunity to travel throughout Europe

The chance to form an international network of friends
Current European partners include:
Charles University, Prague, Czech Republic.
Humboldt University, Berlin, Germany.
Ruht University, Bochum, Germany.
Clausthal University of Technology, Clausthal, Germany.
Ludwig-Maximillans University, Munich, Germany.
University of Utrecht, The Netherlands.
University of Barcelona, Barcelona, Spain.
Universidade de Santiago de Compostela, Santiago, Spain.
Universite d’Avignon, France.
Ecole Nationale Superieure de Chimie de Lille, France.
Universita degli Studi di Palermo, Italy.
University of Bergen, Norway.
University of Ljubljana, Slovenia.
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Placements
Session 2014-2015
1.5 Starting the Placement
The start date of the placement is open to negotiation between the student and the
company/European partner, but most start in July or August. Arrangements for
accommodation should be established well ahead of the start date. It may be that the
placement will be a continuation of a project following on from a student from the
previous year, in which case it may be possible to arrange to take over their
accommodation. Alternatively, the company may be able to offer temporary
accommodation for the first few weeks to allow time to make arrangements. In any
case, it is the student’s responsibility to make the necessary contacts with the
company and arrangements for accommodation. Advice should be sought from the
academic supervisor if problems arise. Once the placement has started, students
should contact their academic supervisor by e-mail to provide the following details:
• Placement start date
• Work mail address
• Work e-mail address
• Work telephone/fax numbers
• Home address
• Home telephone number
• Placement Supervisor’s name
• Placement Supervisor’s e-mail address
• Placement Supervisor’s telephone/fax numbers
1.6 Supervision
Each student is assigned an academic and a placement supervisor. The placement
supervisor is responsible for overseeing the project, the day-to-day supervision of
student’s activities and training either directly or indirectly through another member of
his/her team. She/he is also responsible, along with the academic supervisor, for the
assessment of the placement.
The academic supervisor will visit at least once during the year. If the student’s report
can be sent to the department at the end of the placement, then the academic
supervisor will visit at the beginning of the placement to ensure that student has
settled into their placement satisfactorily. If the project report cannot leave the site,
then the academic supervisor will visit the student near the end of their placement. If
this is the case then the academic supervisor will keep in close contact with the
student throughout the year by email. Any problems that have arisen can be
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Placements
Session 2014-2015
discussed and resolved with the help of the placement supervisor if necessary. The
assessment of the placement is described in detail below.
1.7 Returning to the Final Year
Most placements finish in July leaving over two months before the start of the final
year. Although the placement components have been designed to maintain some
familiarity with material from the Chem-3 course, it is inevitable that much will have
been forgotten since the previous June. It is therefore essential that students devote
some time over the summer to revision of material from earlier in the course.
Students may access the departmental web pages. The website contains the course
manuals for Chem-4 to enable revision topics to be targeted. It should be
remembered however that the manuals available will be from the previous year,
although differences should only be minor. Students who do not make an effort to
prepare for the final year, will be placing themselves at a significant disadvantage. On
the positive side, the experience and training received during the placement should
enable rapid progress with the final year research project.
1.8 Components and Assessment of the Placement Year
The assessment of the placement year contributes 20% to the final degree mark. We
are aware that placements, and specifically the nature of research in different subject
areas, differ considerably, and the following are intended as general guidelines.
The assessment will consist of:
1. An assessment of the work by the Placement supervisor.
2. A written report, which will be assessed by an academic staff member on the basis
of content and presentation. The External Examiners will have access to the report
unless it is subject to a confidentiality agreement.
3. An oral presentation of the work given to the Department on return to the
University.
4. Distance Learning Courses.
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Session 2014-2015
2.0 General Information and Distance Learning
Courses
2.1 Objectives of a Placement
•To give students an opportunity to undertake a period of chemistry-related work at a
company or University away from Glasgow before graduating
•To gain first-hand experience of scientific research
•To broaden the students outlook and their approach to work in a professional
environment
•To facilitate and accelerate the acquisition of transferable skills in a scientific and
technical environment
•To enable the student to make a more informed choice regarding future career
options
•To allow the students to take part in and observe the transfer of knowledge and
techniques and scientific approaches from theory to practice
•To allow the student to form contacts that may enhance their career options
•To develop appropriate behaviour attitudes within the work environment
•To apply and further develop communication and decision making skills
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Placements
Session 2014-2015
2.2 Learning Outcomes
•Ability to undertake scientific and chemical research in an unfamiliar setting and an
awareness of the frontiers of knowledge in that area 1
•The ability to formulate questions in research and to appreciate how they can be
addressed through experimentation and obtain practical skills in research 1, 2
•To be able to design experiments and interpret them in the context of the question
proposed and existing knowledge 1, 2
•The ability to interact as a team member and be able to communicate effectively
with other researchers, both in a group and on an individual basis 1
•Develop an awareness of the timescale of research and develop an appreciation of
the planning and management of research 1, 2
•The ability to work towards specific goals and objectives 1, 2
•The ability to undertake several courses of distance learning 3
•The ability to adapt and acquire new skills appropriate to the research work being
undertaken 1, 2
•Develop an understanding of the organisation in which the placement was taken, for
instance its origin, purpose, funding and management structure 1
•The ability to utilise academic knowledge in a practical environment 1
•The ability to write up research work, both at the bench and in a formal report 1, 2
1= Assessed by the placement supervisor,
2= Assessed by the academic supervisor,
3= Assessed by the department via distance learning courses
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Placements
Session 2014-2015
2.3 Student Expectations
•To receive appropriate supervision and mentorship to allow the student integrate
into the organisation and undertake research both individually and as a team
member
•To receive training in the appropriate health and safety aspects and for these issues
to be actively monitored throughout the placement
•To take part in a substantial and significant research programme that will challenge,
stretch, motivate and enthuse the student as well as the student to produce a project
report that describes a substantial and continuous piece of research; although this
could include tasks of a routine nature it is expected that these will be balanced with
the research programme
•For the students training needs to be identified such that they can adequately
undertake the programme of work
•To receive a competitive salary during the placement period
2.4 Employer Expectations
•To receive adequate information from the University regarding the course
requirements for the placement course
•That the University closely works with the employer to ensure that the student is
being adequately mentored through two on-site visits by the academic supervisor
•For the University to fully comply with confidentiality agreements pertaining to the
research of the student
•That the students will be both willing and capable of putting knowledge into practice
and also both identifying knowledge gaps and training needs that will help the
student met the employer expectations
•That the student behaves in a professional, well mannered and open minded way
paying attention to line management and complying with all the local safety rules
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Placements
Session 2014-2015
2.5 University Expectations
•That the employer provides rich and rewarding projects that can stretch the
academic, practical and interpersonal skills of the student
•That the employer maintains contact with the University reporting the progress of the
student and reports any potential problems
•That the student receives appropriate supervision and mentorship to allow the
student to integrate into the organisation and undertake research both individually
and as a team member
•That the student receives training in the appropriate health and safety aspects and
for these issues to be actively monitored throughout the placement
•That the student will take part in a substantial and significant research programme
that will challenge, stretch, motivate and enthuse the student as well as the student
to produce a project report that describes a substantial and continuous piece of
research; although this could include tasks of a routine nature it is expected that
these will be balanced with the research programme
•That the students training needs are identified such that they can adequately
undertake the programme of work
•That the student will receive a competitive salary during the placement period
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Placements
Session 2014-2015
2.6 Sample of Recent Placements
Student 1 MSci Work Placement at ICI Paints in Slough
Project title: Method Development of Free Monomer Analysis Using Headspace
GC
“During the year placement at ICI Paints a project was undertaken to improve and
validate an existing method for free monomer analysis of lattices using GC
techniques. This involved using a headspace, standard addition method to carry out
multiple headspace extraction, progressive thermostatting and reproducibility work
along with recovery rates and limit of determination tests to produce an acceptable
method. The main aim was to establish an optimum headspace oven temperature
and thermostat time which were found to be 120 degrees C and 10 minutes
respectively. From this a standard operating method (SOM), see appendix 1, was
written for the new method with the aim of gaining accreditation from the United
Kingdom Accreditation Services (UKAS).”
Student 2 MSci Work Placement at Procter and Gamble in Surrey
Project title: An Evaluation of the Current Method of Cysteic Acid Quantification
by FTIR / ATR for Assessing Oxidative Hair Damage Dissertation Abstract
“The use of FTIR/ATR spectroscopy as a means of measuring oxidative hair damage
was investigated using 3 different FTIR/ATR arrangements. The investigation aimed
to re-evaluate what was a well used method and determine the sources of variability
that had affected the method throughout the past two years of its use. It was shown
that the individual FTIR units all provided comparable spectra for the same sample,
but using different ATR units on each machine changed the spectra and cross
comparison was no longer possible. The source of variability was further proved to be
the ATR units as it was shown that the differences found in readings were not as a
result of energy throughput differences between FTIR/ATRs. The conclusion of this
project led to a new method of hair sample measurement to improve the quality of
results, and a more robust reference system being designed and installed.”
Student 3 MSci Work Placement at Charles University (ERASMUS exchange)
Project title: Co-Catalyzed Cyclotrimerization Reaction as a New Route to Axially
Chiral Isoquinoline-Containing Phosphinamine Ligands Dissertation Abstract
“Innovation of new and efficient methods as a means of obtaining chiral molecules is
one of the principle challenges of the synthetic chemist. Described herein are steps
towards the preparation of an axially chiral isoquinoline-containing phosphinamine
ligand. Such axially chiral atropoisomeric aryl pyridines may be useful as ligands for
transition metal complexes or as “organic catalysts” in asymmetric synthesis to
induce enantioselective formation of products. The co-catalysed cyclotrimerization of
2-methoxy-1-octa-1,7-dinyl-naphthalene 29, with benzonitrile to give 46, is a new
route in the preparation of biaryl linkage in non-C2-symmetric atropoisomerically
chiral bidentate ligands. A brief background on non-symmetrically substituted 1,1’binapthayls is provide as an introduction to this research area.”
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Placements
Session 2014-2015
2.7 Industrial/European Academic Supervisor Guidelines
•Helping the student to be aware of the goals, expectations and job description for
the work placement
•Liaising with the Department and reporting immediately on any major problems
(poor timekeeping, unsatisfactory work, sickness etc.)
•Aiding the student in forming a learning plan which will help the formative and
summative assessments
•Meeting regularly with the student
•Participating in visits by the academic tutor
•Completing forms to aid in the assessment of the student
2.8 Student Guidelines
•Ensure you understand your specific objectives and work programme
•Understand your line managers role
•Know who your day-to-day supervisor is, and to whom to go for advice if your
supervisor is not available
•Ask to have information reconfirmed if you are not sure
•Define your boundaries and responsibilities with your supervisor
•Make sure you understand how your performance will be assessed
•Clarify if you are expected to work overtime
•Familiarise yourself with GLP, GMP, and COSHH; failure to adhere to these strict
guidelines will probably invalidate anything that you do
•Be frank about the errors in your work; think about the accuracy, reliability and
significance of your results
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Placements
Session 2014-2015
2.9 University Support for Placement Students
Each student is assigned an academic placement supervisor who acts as an
immediate point of contact (should anything go wrong) with the University in order for
the problem to be solved. The University and Companies realise that many issues
that arise only become problems when left to develop unattended. The placement
year head also keeps full details of the student and placement supervisor contact
details and ensures that the academic supervisor makes contact with both the
student and the placement supervisor at the outset. The academic supervisor will
also visit the student during the placement year ensuring that everything is
proceeding well. A general format for the visits is fixed around the following:
•Initial meeting with the student and placement supervisor for initial informal
discussions to introduce the project and aims for the year.
•A small 15-20 minute talk is presented by the student on aims of the project and any
literature review that has been done
•A private meeting between the academic supervisor and the student
•A private meeting between the academic supervisor and placement supervisor
•A tour of the working environment
2.10 Assessment Details
During the present year the placement course will be assessed using four
components:
1. Participation in three distance learning courses.
2. Assessment by the placement supervisor.
3. Assessment of the final report by the academic supervisor.
4. Oral presentations given by the students during their final year.
Mark allocation for placements
Out of 170:
Distance learning – out of 30 (10 marks per course)
Glasgow Academic assessment – out of 50
Placement assessment – out of 50
Oral assessment – out of 40
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Placements
Session 2014-2015
2.11 Distance Learning Courses
The distance learning courses will be implemented via a web-based system called
Moodle, which is the University approved system. Students can use their
Departmental user ID and password to log into the system at the following URL:
http://physci.moodle.gla.ac.uk/course/category.php?id=27/
Assessment procedures will differ from course to course. During the current year, six
courses will be offered and students will be required to complete three of these. The
written component of each course must be submitted to the course organiser by the
end of May during your placement year.
Course titles:
Molecular Symmetry
Quantum Chemistry
Frontiers of Inorganic Chemistry
Biophysical Methods
Advanced Structure Determination
Natural Products Chemistry
The aims and objectives of current distance learning courses are listed below:
1. Title: Molecular Symmetry
Facilitator: Dr. Serena Corr (Rm. C5-06, e-mail: Serena.Corr@glasgow.ac.uk)
Aims: To demonstrate by means of worked examples how molecular symmetry
arguments in the context of the mathematical theory of groups can be exploited to
deduce valuable information about molecular properties and behaviour and how they
can greatly simplify many important chemical problems.
Objectives:
1. Define the terms symmetry element, symmetry operation and mathematical
group, and clarify their relationships.
2. Identify all the symmetry elements and symmetry operations of any given
conformation of a molecule, correctly assign it to a particular point group employing
the Schoenflies nomenclature, and sketch the correct conformation of a molecule
for any given point group.
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Placements
Session 2014-2015
3. Construct group multiplication tables, determine matrix representations of
group symmetry operations and their characters, characterize character tables and
apply them to the determination of permanent electric dipole moments and optical
activity, distinguish between reducible and irreducible representations, and
indicate totally symmetric and degenerate irreducible representations.
4. Reduce a general, reducible representation for any given point group using the
reduction formula and the corresponding character table.
5. Specify the characters of direct product representations, and determine whether
or not quantum mechanical integrals will vanish identically as in the derivation of
selection rules for electronic and vibrational spectra.
Assessment: A set of nine problem solving exercises of increasing difficulty
Outline:
(8 information providing sessions, 4 problem solving sessions)
Symmetry arguments in the context of group theory provide a means of introducing
mathematical rigour into many important qualitative chemical problems such as the
interpretation of electronic and vibrational spectra, the simplification of quantummechanical calculations or the existence of molecular properties such as permanent
electric dipole moments and optical activity.
Definitions of molecular symmetry elements and of the associated symmetry
operations they generate.
Demonstration that the complete set of symmetry operations of a molecule forms a
mathematical group (a point group), Schoenflies nomenclature for molecular
point groups, group multiplication tables.
Representation of molecular symmetry operations by means of transformation
matrices and the associated irreducible representations and character tables,
simple applications of character tables to the determination of molecular dipole
moments and optical activity.
Development of the general recipe for reducing representations.
Formula for characters of direct product representations, vanishing integrals,
applications to spectroscopic selection rules.
Determination of the symmetry species of normal modes of vibration, infrared
and Raman selection rules, stretching mode analysis to deduce the geometry of
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Placements
Session 2014-2015
large molecules from the number of infrared and Raman bands occurring in the
appropriate stretching regions of the vibrational spectrum.
2. Title: Quantum Chemistry
Facilitator: Dr. Serena Corr (Rm. C5-06, e-mail: Serena.Corr@glasgow.ac.uk)
Aims: To demonstrate by means of worked examples how elementary quantum
mechanical concepts are applied to deduce valuable information about spectroscopic
behaviour, electronic structure and bonding schemes in simple molecules.
Objectives:
1. Define the terms observables and operators, wavefunction, normalisation and
probability, as well as eigenfunctions, eigenvalues and expectation values.
2. Provide solutions of the Schrödinger equation for vibrating and rotating
particles and hydrogen like atoms.
3. Specify angular momemtum operators and derive atomic orbitals.
4. Characterise valence bond and molecular orbital approaches employed in
chemical bonding theory.
5. Formulate and rationalise hybridisation schemes using simple symmetry
arguments.
6. Construct molecular orbitals from suitable linear combinations of atomic
orbitals and create appropriate sets of symmetry adapted basis functions from
raw basis sets (such as atomic orbitals) applying the projection operator method.
7. As demonstrated in the accompanying laboratory exercises, apply the Hückel
molecular orbital approach to calculate orbital energies, charge densities and
bond orders in simple π-electron systems.
Assessment: A set of four problem solving exercises of increasing difficulty
Outline:
(8 information providing sessions, 4 problem solving sessions)
Quantitative quantum mechanical procedures and their underlying fundamental
concepts provide a mathematically rigorous understanding of many important
aspects in molecular spectroscopy and especially chemical bonding theory.
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Placements
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Definitions of observables and operators, wavefunctions, normalisation, and
probabilty, eigenfunctions, eigenvalues and expectation values, applications to
the particle-in-a-box problem.
Solutions of the Schrödinger equation for vibrating and rotating particles and
hydrogen like atoms, operation of angular momemtum operators, derivation of
atomic orbitals.
Presentation of valence bond and molecular orbital approaches in chemical
bonding theory, determination of hybridisation schemes, introduction to the
concepts of linear combination of atomic orbitals and symmetry adapted
functions, application of the projection operator method to generate sets of
symmetry adapted atomic orbitals for use as basis in molecular orbital calculations.
3. Title: Biophysical Methods
Facilitator: Dr Adrian Lapthorn (e-mail: Adrian.Lapthorn@glasgow.ac.uk)
Aims: To explore the range of biophysical and related instrumental techniques
currently used in the experimental study of the structure and function of biological
macromolecules and their interactions, taking into account the theoretical background
and the practical challenges facing the physical chemist working with materials of
biological origin.
Objectives:
1. To have a broad appreciation of the nature of biological molecules and their
interactions.
2. To illustrate the underlying physics and chemistry of a range of instrumental
techniques currently used in biomolecular research.
3. To be able to describe the basic layout of the various instruments used in the study
of spectroscopic, hydrodynamic, thermodynamic, structural and kinetic properties of
biological macromolecules.
4. To define the relative advantages and disadvantages of each technique in different
circumstances.
5. To be able to make reasoned assessment of techniques that might be appropriate
in the study of particular systems.
Assessment: Set of eight problem solving exercises. On-line test.
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Placements
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Outline:
(8 information providing sessions, 8 problem solving sessions)
There is nothing in principle special about biological macromolecules and the
physical chemistry techniques that might be used to study them. However, unlike
many of the materials used in much other chemistry, biological materials are the
products of evolution and have emerged to take advantage of the aqueous
environment and the weak non-covalent interactions that dominate their behaviour.
This sets interesting experimental and interpretative challenges that will be
addressed in this course.
Biological Molecules: Proteins and polypeptides; Polynucleotides; Polysaccharides;
Fats, lipids and detergents; Water; Acids, bases, buffers and polyelectrolytes
Spectroscopy:
Electromagnetic
waves
and
their
interactions;
UV/visible
spectroscopy; Circular dichroism; Fluorescence; Vibrational spectroscopy: IR and
Raman; NMR (brief overview)
Mass Spectrometry
Hydrodynamics: Density and molecular volume; Analytical ultracentrifugation;
Sedimentation equilibrium; Sedimentation rate; Diffusion/Brownian motion; Dynamic
light scattering; Viscosity
Thermodynamics and Interactions: A bluffer’s guide to molecular thermodynamics;
Differential scanning calorimetry (DSC); Isothermal titration calorimetry (ITC); Binding
equilibrium; General methods for determining thermodynamic properties; Equilibrium
dialysis; Protein solubility and crystallisation
Kinetics: Basic kinetics; Rapid reaction techniques; Relaxation methods; Hydrogen
exchange; Surface plasmon resonance; Enzyme kinetics
Chromatography & Electrophoresis: Chromatography; Electrophoresis
Single molecules: How many molecules can stand on the head of a pin?;
Thermodynamic fluctuations and the ergodic hypothesis; Atomic force microscopy
(AFM); Optical tweezers and traps; Single molecule fluorescence; Electron
microscopy
Background reading:
Physical Biochemistry: principles and applications, David Sheehan, Wiley
Biophysical Chemistry, C R Cantor and P R Schimmel, W H Freeman & Co.
Physical Biochemistry, D Freifelder, W H Freeman & Co.
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4. Title: The Frontiers of Inorganic Chemistry
Facilitator: Prof. Lee Cronin (Room A4-11b, e-mail: Lee.Cronin@glasgow.ac.uk)
Aims: To develop by means of selected literature case studies, critical thinking and
analysis of unseen ‘inorganic’ research articles that claim highly unusual results or
paradigm shifts.
Objectives:
1. To read original research papers published in the primary literature, and extract
synopses of the work
2. To identify the paradigm shift, new understandings or breakthroughs discussed in
the article.
3. To develop a logical and scientifically valid approach to evaluate the merits of the
work.
4. To use the approach outlined in objective 3 to examine the work and decide if the
results and conclusions are valid or invalid using a scientifically rigorous set of
arguments.
5. To propose experimental or theoretical approaches that may allow further
confirmation of the results and conclusions, or propose experimental or theoretical
approaches that may suggest alternative interpretations.
Assessment: Each case study will be assessed by an essay that will address each
of the 5 objectives. Once completed, and a copy sent to the lecturer, the students will
then compare their evaluation with a further re-enforcing paper or a paper confirming
the flaws as given in the literature. They will then write a further segment to complete
their essay which will be fully assessed once completed.
Outline: Scientific progress is often first documented in the primary literature by
research articles and communications of recent findings. However these findings are
always examined anonymously by other scientific experts before the work is allowed
to be published – a process called peer review. This system normally works very
well, but sometimes papers are published that are so astounding that they are
questioned by the scientific community. In this course, a set of controversial findings
from the Frontiers of Inorganic Chemistry will be examined, some correct, some
totally wrong, some questionable. These will then be analysed and discussed in
essay format, to be followed by an evaluation of the eventual outcome.
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Placements
Session 2014-2015
5. Title: Advanced Structure Determination
Facilitator: Prof. Joe Connelly (Rm. A5-19, e-mail: joec@chem.gla.ac.uk)
Aims: To show how a combination of modern spectroscopic techniques can be used
for the elucidation of complex structural problems.
Objectives:
1. To define the basics of NMR spectroscopy and how pulse sequences can be
designed to achieve a particular output from an NMR experiment.
2. To apply more advanced NMR spectroscopic and Mass Spectrometric techniques
for the determination of molecular structure.
3. To select appropriate techniques to solve particular structural problems.
4. To deduce and assign complex structures using a combination of modern
spectroscopic techniques.
Assessment: Set of problem solving exercises.
6. Title: The Biosynthesis of Natural Products
Facilitator: Prof. Bob Hill (Rm. A4-35, e-mail: Bob.Hill@glasgow.ac.uk)Aims: To
develop an understanding of the range of natural products and how they are formed
in nature.
Objectives:
1. To describe the main groups of secondary natural products (terpenoids, alkaloids,
polyketides and phenylpropanoids) and how they are biosynthesized in general.
2. To illustrate the common transformations that occur in biosynthetic processes.
3. To describe how labeling studies can be used to investigate biosynthetic
pathways.
4. To develop a critical and scientifically valid approach to evaluate the results of
labeling experiments.
5. To use the approach outlined in objective 4 to examine case studies of
biosynthetic investigations to determine if the results and conclusions are valid or not.
6. To generate plausible biosynthetic pathways to natural products and experimental
approaches that may allow these proposals to be tested.
Assessment: The student will be given the structures of two natural products and
will be asked to propose biosynthetic pathways to these compounds and to provide
details of experiments that could be performed to verify these proposals.
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